PUBLIC REPORTING DOCUMENTS (link below)
- Consortium request
- AMAO Report
- DesK Audit
- Parent Brochure
Program: Collaborative ESL and General Education Program Model The primary linguistic goals of the instructional program for ELLs in the North Smithfield School District are to:
The target population for this program is composed of students who are English language learners of multiple language backgrounds and multiple English language proficiency levels in grades K-12.
- provide developmentally appropriate English language instruction tailored for each student’s level of English,
- develop full English proficiency within 1-5 years depending on the ELLs initial proficiency level,
- provide effective content instruction while developing English language proficiency, and
- develop a positive attitude toward the native culture and that of the majority group
There are two primary features of the Collaborative ESL and General Education program. First, it offers ELLs grade-level, core content instruction taught in English using instructional strategies that make the content material accessible to them and promote the development of academic English. Second, collaboration between ESL and general education staff is central to the program.
The ESL teacher works with the general education teacher to provide language instruction simultaneously with content instruction. The program provides a rich language environment where all students have the opportunity to learn academic English through scaffolded instruction in all content areas.There is a comprehensive system in place to monitor students’ language proficiency progress. This system consists of period benchmark assessments, teacher developed assessments, quarterly progress reports, and the results from the annual ACCESS for ELLs assessment. This information is used to drive instruction, inform parents/guardians of students’ progress, develop and implement language interventions when necessary, and, to improve the overall effectiveness of the program.The instructional program uses research-based instructional strategies found to be effective for second language acquisition. Language needs are given the same priority as content needs within the collaborative program model. For each lesson, both content and language objectives are established and evaluated to ensure that student goals have been met. Since students in the ELL population speak many native languages, all instruction is conducted in English. However, native language tests are provided to students when needed. These might include native language reading assessments or language dominance tests.
Parental involvement is central to the program’s success. Parents are kept informed of their child’s progress, as well the date of important school events and services through phone calls and notes home. Additionally, translations and interpreters are provided for parents when needed.
The ESL Specialist, Leslie Round, works district-wide. She may be reached at 401-769-5492, Ext. 2212, or by email atlround [at] nsps [dot] us ( lround [at] nsps [dot] us).
School districts around the country are experiencing an influx of students whose native language is one other than English or where a second language is spoken in the home. Federal and state regulations mandate that school districts have programs in place that address the academic and linguistic needs of these students. In small or rural districts, providing appropriate services for English language learners (ELLs) can present challenges and frustration for administrators and mainstream classroom teachers.
The North Smithfield School District has developed a comprehensive plan to provide ELLs in the district with the instruction and resources needed to help them succeed in an academic setting and support mainstream teachers as they make accommodations and modifications in their instruction to address the needs of these students in the classroom. This policy and procedures manual was developed as part of that plan to provide guidelines for servicing ELLs in the district according to state and federal regulations.
The Civil Rights Act of 1964 and the No Child Left Behind Act (NCLB) of 2002 are federal regulations which mandate that local school districts provide equitable and effective learning opportunities for ELLs in their schools. These opportunities must ensure that ELL programs enable learners “…to speak, read, write and comprehend the English language and meet challenging state and academic content and student achievement standards. NCLB requires states to set proficiency standards for the development of English language proficiency skills for children who are learning English. Rhode Island has adopted the World-Class Instructional Design and Assessment (WIDA) standards as the ELL proficiency standards for the state. This act also mandates that states evaluate the progress students are making toward learning English annually in the areas of reading, writing, speaking, listening and comprehension.
In 1982, The English Language Proficiency Act for Limited English Students (Chapter 16-54) was enacted by the Rhode Island General Assembly and approved by the Governor. This Act (updated in 2000 and again in 2008) requires “…all local school districts to provide appropriate programs and services which will make educational opportunities of Limited English Proficient (LEP[ELL]) equal to their English dominant peers. Services developed by local school districts must have the same expectations for LEP (ELLs) as for all students. Schools shall make modifications and provide necessary supports to their programs in order to meet the individual linguistic and academic needs of all LEP (ELL) students.” (Limited English Proficiency (LEP) Regulations, Chapter 16-54, pg. ii)